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We asked 900 Australian teachers if evidence informs how they teach

Article in The Conversation revealing how much use teachers make of education research evidence when teaching students.

Smiling toddler

Intentional teaching leads to purposeful play-based learning

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

Three adults writing notes on whiteboard in a classroom.

'But that would never work here' – Does context matter more than evidence?

Nobody knows more about students’ learning needs than their teachers and educators. So how should teachers and educators respond to research evidence about effective practice that is broad and does not appear to take account of contextual factors?

A teacher and 2 students in a secondary setting. The teacher is providing instruction and pointing at a students work.

Improving use of evidence-based practices to better support students

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

Two female teachers have a conversation while viewing a laptop in the school yard.

Evidence use in schools and early childhood settings – how do practitioners say they are supported?

Schools and services often have cultures of sharing and discussing evidence, but less support exists for practitioners to actively change their practice based on evidence.

Young pupil watching another pupil paint on an easel

The science behind fostering children’s early learning and development

AERO’s ‘science of learning and development’ project will support teachers and educators to incorporate knowledge about how brains and bodies develop into their practice, beginning with early childhood education and care (ECEC) services.

Using evidence to improve children’s outcomes

Research, and the evidence it provides, helps educators be more intentional in their practice. It also guides important policy decisions to improve children’s outcomes and life trajectories.

An early childhood educator outside with three children. The educator is kneeling down to speak to them at their level.

Evidence-informed practice – ‘What works’ for continuous quality improvement in early childhood education and care

Gabrielle Sinclair, CEO of the Australian Children's Education and Care Quality Authority (ACECQA), provides insight into 'what works' for continuous quality improvement in early childhood education and care.

A photograph from behind of a young boy counting plastic coins.

Evidence-based teaching strategies: How often are Australian teachers using them?

The Australian Education Research Organisation (AERO) recently surveyed teachers across Australia about how often they used specific teaching strategies.

Evidence matters for quality early childhood education and care

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

A view from above of children in a early learning setting on the floor looking at a handwritten book with images.

Research gives insight into the power of early years education to improve outcomes for Australia’s most vulnerable children

Australia needs high-quality evidence in early years education that can guide policy and practice decisions and help to improve children’s outcomes and life trajectories.

A young girl and a male teacher sitting at a desk and looking over and discussing her work.

Evidence use in Australian education

Findings from AERO’s recent survey help us to understand how early childhood teachers, early childhood directors, school teachers and school leaders use evidence in their work.